Ribbleton Avenue Methodist Junior School
"Brighter futures built with Ambition, Courage and Respect; filled with Love, Hope and Faith"
Year 3
English – Reading Progression Year 3
Previous Learning (Y2) | Repeated Learning | New Learning (Y3) |
PHONICS AND WORD READING Book Bands Accurately read gold and/or white and/or lime banded books with greater fluency and confidence. Blending Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for grapheme Application of knowledge (GPCs/Root words, prefixes and suffixes/word endings) Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent. Read words containing taught GPCs. Reading Skills Accurately read most words of two or more syllables. Suffixes Read and explain most words containing common suffixes –ness, -ment, -ful, -less, -ly, -ing, -ed, -er, -est, -y. * see NNC Appendix 1 English Prefixes and Contractions Read words with contractions, e.g. I’m, I’ll and we’ll. COMMON EXCEPTION WORDS Common Exception Words (see NNC English Appendix 1 for Year group lists) Read and spell all words from the Y1 and Y2 common exception words list, noting unusual correspondences between spelling and sound and where these occur in the word, e.g. father not farther, parents not pairents FLUENCY Use of phonics to ensure fluency Accurately read texts that are consistent with their developing phonic knowledge, that do not require them to use other strategies to work out words. Rereading texts to promote fluency Reread these books to build up fluency and confidence in word reading. Use of phonics to ensure fluency Read aloud books (closely matched to their improving phonic knowledge), sounding out unfamiliar words accurately, automatically and without undue hesitation. Reading at pace Read words accurately and fluently without overt sounding and blending, e.g. at between 72 and 90 words per minute, in age-appropriate texts. Use different character voices in well-known stories. Expression Is expressive when reading aloud, e.g. shouts or acts surprised for words in bold. UNDERSTANDING AND CORRECTING INACCURACIES Demonstrate understanding Show understanding by drawing on what they already know or on background information and vocabulary provided by the teacher. Record at least once a week in a reading journal. Self-checking Check that the text makes sense to them as they read and to correct inaccurate reading.
DEVELOPING AND MAINTAINING READING FOR PLEASURE Reading choices Read books for a range of purposes e.g. enjoyment, research. Retelling and learning by heart Orally retell a range of familiar stories, e.g. fairy tales Exposure to a variety of texts: Class Novel Regularly listen to someone else reading a whole novel aloud.
WORDS IN CONTEXT AND AUTHORIAL CHOICE Vocabulary Discuss and clarifies the meanings of words, linking new meanings to known vocabulary. Developing an awareness of language choice for interest Identify, discuss and collect their favourite words and phrases Predictions Predict what might happen on the basis of what has been read so far in a text. Language devices Discuss the possible meaning of a new word by reading around it and exploring the context. COMPARING, CONTRASTING AND COMMENTING Text types Become increasingly familiar with a range of stories, fairy stories and traditional tales. Text types and discussion Listen to a wide range (beyond their current reading level) of fiction, poetry, plays, non-fiction and reference books or textbooks and take part in discussion about them, explaining their understanding and expressing their views. Key reading skills Recognise simple recurring literary language in stories and poetry Dictionary use Use a dictionary with help to check the meaning of a word. Links and comparisons Make links between the text they are reading and other texts they have read (in texts that they can read independently). Questioning, evidence and reasoning Ask and answer questions about a text. Themes Discuss themes e.g. rich and poor, good over evil, wish or foolish. Events and key information Discuss the sequence of events in books and how items of information are related. Terminology use for text discussion Give evidence from the text when answering a comprehension question. INFERENCES AND PREDICTIONS Predictions Predict what might happen on the basis of what has been read so far in a text. Inferences Make inferences about characters and events e.g. I can talk about how a character may be feeling. POETRY AND PERFORMANCE Forms of poetry Continue to build up a repertoire of poems learnt by heart, appreciating these and reciting some with appropriate intonation to make the meaning clear. Performance Act out what they have read using language from the text. NON-FICTION Organisational features Recognise that non-fiction books are often structured in different ways. Retrieving and recording information Talk about how information is organised and locate information in non-fiction texts. Navigating texts in print and online Navigate texts in print and on screen with some support selecting if required. PARTICIPATING IN DISCUSSION Listening and responding Listen and respond to the contributions from others. Rules for discussion and debate Take turns and listen to what others have to say about a book. Group discussions and presentations Make contributions in group discussions about a book. | PHONICS AND WORD READING Book Bands Accurately read lime banded books with greater fluency and confidence. DEVELOPING AND MAINTAINING READING FOR PLEASURE Reading choices Read books for a range of purposes e.g. enjoyment, research Exposure to a variety of texts: Class Novel Regularly listen to someone else reading a whole novel aloud. UNDERSTANDING AND CORRECTING INACCURACIES Demonstrate understanding Show understanding by drawing on what they already know or on background information and vocabulary provided by the teacher. Record at least once a week in a reading journal. Self-checking Check that the text makes sense to them as they read and to correct inaccurate reading.
COMPARING, CONTRASTING AND COMMENTING Text types and discussion Recognise, listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks, Dictionary use Use a dictionary to check the meaning of a word. Links and comparisons Make links between the text they are reading and other texts they have read (in texts that they can read independently). Questioning, evidence and reasoning Ask and answer questions about a text Themes Can discuss themes e.g. rich and poor, good over evil, wish or foolish. NON-FICTION Navigating texts in print and online Navigate texts chosen for them and by them in print and on screen. PARTICIPATING IN DISCUSSION Listening and responding Listen and respond to the contributions from others Group discussions and presentations Make and respond to contributions in a variety of group situations.
| PHONICS AND WORD READING Book Bands Accurately read lime and/or brown banded books with greater fluency and confidence. Application of Phonics and CEW Use phonic knowledge to decode quickly and accurately (may still need support for longer unknown words). Application of knowledge (GPCs/Root words, prefixes and suffixes/word endings) Apply their knowledge of root words, prefixes and suffixes/word endings to read aloud fluently. Suffixes Read and explain words containing suffixes -ation, -ly, -ous, -ture, -sure, -sion, -tion, -ssion and -cian Prefixes and Contractions Read and explain words containing prefixes in-, im-, il-, ir-, dis-, mis-,un-, re-, sub-, inter-, super-, anti- and auto- COMMON EXCEPTION WORDS Common Exception Words (see NNC English Appendix 1 for Year group lists) Read, understand and spell all words from the Year 3 Word List. FLUENCY Use of phonics to ensure fluency Ensure secure at Y2 standard and then, at Brown level or above, teaching comprehension skills should be taking precedence over teaching word reading and fluency specifically. Rereading texts to promote fluency Focus on word reading in weekly planning should support the development of vocabulary. Choral reading or timed speed reading can also be used to improve fluency. Y3 Reread class texts over course of a week/two weeks to build up fluency and confidence in word reading and expression. Reading at pace Read words accurately and fluently without overt sounding and blending, e.g. at over 90 words per minute, in age-appropriate texts. Expression Use character voices to show feelings. DEVELOPING AND MAINTAINING READING FOR PLEASURE Reading choices Read books for a range of purposes e.g. enjoyment, research. Retelling and learning by heart Orally retell a range of less familiar stories e.g. fables, folk tales. Exposure to a variety of texts: Class Novel Regularly listen to someone else reading a whole novel aloud. Stamina Read longer texts that have been shown to me, with sustained stamina and interest UNDERSTANDING AND CORRECTING INACCURACIES Demonstrate understanding Show understanding by drawing on what they already know or on background information and vocabulary provided by the teacher. Record at least once a week in a reading journal. Self-checking Check that the text makes sense to them as they read and to correct inaccurate reading. COMPARING, CONTRASTING AND COMMENTING Text types Become increasingly familiar with a range of less familiar stories, e.g. folk tales, fables Text types and discussion Recognise, listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks, Key reading skills Take note of punctuation when reading with expression aloud Dictionary use Use a dictionary to check the meaning of a word. Links and comparisons Make links between the text they are reading and other texts they have read (in texts that they can read independently). Questioning, evidence and reasoning Ask and answer questions about a text giving reasons for their ideas. Responding to written questions Begin to use the Point + Evidence prompt when answering questions. Close reading Begin to close read, re-read and also read ahead to locate clues. Themes Can discuss themes e.g. rich and poor, good over evil, wish or foolish. Events and key information Identify and discuss the key ideas in a paragraph Terminology use for text discussion Use appropriate terminology when discussing texts, (plot, setting, character).
WORDS IN CONTEXT AND AUTHORIAL CHOICE Vocabulary Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context. Language devices Analyse and evaluate texts looking at language, structure and presentation e.g. persuasive letters, diaries. Developing an awareness of language choice for interest Discuss and collect vocabulary used to capture readers’ interest and imagination. Developing an awareness of language choice for effect Discuss authors' choice of words and phrases for effect.
INFERENCES AND PREDICTIONS Inferences Ask and answer questions appropriately including some simple inference questions based on character's thoughts, feelings and motives. Justifies response to a question by using evidence from reading including making inferences. Predictions Justify predictions using evidence from the text. POETRY AND PERFORMANCE Forms of poetry Prepare and perform poems and playscripts that show some awareness of the audience when reading aloud. Performance Begin to use appropriate intonation and volume when reading aloud. NON-FICTION Organisational features Prepare for research by asking key questions about a subject. Retrieving and recording information Begin to develop skills for scanning for dates, numbers and names. Navigating texts in print and online Navigate texts chosen for them and by them in print and on screen. PARTICIPATING IN DISCUSSION Listening and responding Listen and respond to the contributions from others. Rules for discussion and debate Develop and agree on rules for effective book discussion. Group discussions and presentations Make and respond to contributions in a variety of group situations. Developing courteous discussion skills - Agree/Build/ Challenge Begin to use the structure ABC (Agree, Build on, Challenge) to make comments and responses to others ideas. E.g. I agree because… Supported by sentence frame and modelling if needed.
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